SIMULATION OF INTERNATIONAL ORGANIZATIONS IN SCHOOL GEOGRAPHY: CONTEXTS AND EXPERIENCES WITH PRACTICE ON THE CLASSROOM FLOOR

Abstract

This article aims to present contexts and experiences with simulations of international organizations in the teaching of geography in schools. For this, pedagogical and geographical context in which this teaching practice is inserted is first addressed, and referred practice is related to active methodology, problem-based learning and geographic reasoning. Subsequently, the simulations are visualized in the world context, comprising its historical context, the creation of the UN, its hierarchy and how the Organization is inserted in a globalized scenario where aspects of the reality, identities and possibilities for understanding and intervening in their daily lives and in the world are revealed to students by geopolitical and hegemonic clashes. Finally, the experience of simulations of international organizations in the school environment, from the viewpoint of teachers, in private and public schools, in the 2011-2019 period, is reported. Teaching experience is part of an extension project of the International Relations course of the Federal University of Santa Catarina. It shows the connection of the teaching practice and the abovementioned contexts and the importance of simulations for participating students, stimulating geographic reasoning, critical thinking, reflection and active propositions about society. Thus, this practice clearly provides a qualitative and meaningful learning to these students.